Could trammel up the consequence and catch, 1. Paraphrase this passsge 2. Parse the words in italics, explaining the construction of each with the rest of the sentence. 3. Is the word "But" ever a preposition? Prove your answer. How may prepositions become conjunctions and vice versa ? 4. Analyze the sentence beginning "If the assassination" and ending the "life to come." 5. Write out the argument of the First Act, and show particularly how Macbeth is gradually worked up to determine upon committing his great crime. 6. I dare do all that may become a man; Who dares do more is none." Show the force of these words by a. The context of the play; 6. A paraphrase, in the shape of a brief practical lesson to a boy of fourteen, who is leaving school for the world. SECTION III. MILTON So promised he and Uriel to his charge : Returned on that bright beam, whose point now raised. Bore him slope downward to the sun, now fellen Beneath the Azores; whether the prime orb, Incredible how swift, had thinner rolled Diurnal, or this less voluble earth, By shorter flight to the east, had left him thero 1. Paraphrase this passage. 2. Parse the words in italics, fully explainin the construction of each with the sentence. 3. Do relative pronouns perform any other office besides that of standing for nouns? Can any other words be called relatives besides relative pronouns In what cases can a conjunction with a personal or demonstrative pronoun be substituted for a relative pronoun, and in what cases not ? 4. Analyze the sentence “and Uriel to his charge” and ending "beneath the Azores." 5. Write out the argument of the Fourth Book. 6. Distinguish accurately between extensions and completions ofthe predicate. SECTION IV. SHAKESPEARE. Time thou anticipat'st my dread exploits : Unless the deed go with it. From this moment The very firstlings of my heart shall be The firstlings of my hand. And even now To crown my thoughts with acts, be it thought and done; The castle of Macduff I will surprise; Seize upon Fife; give to the edge of the sword His wife, his babes, and all unfortunate souls That trace him in his line. No boasting like a fool ; But no more sights. 1. Paraphrase this passage 2. Parse the words in italics, showing fully the construction of each with the rest of the sentence. 3. What is antithesis? How does it help to make composition forcible? How is it to be marked in reading? Draw a line under every word which is antithetical in the above passage. 4. Analyze the sentence beginning" No boasting like a fool" and ending 'no more sights." 5. On what occasion does Macbeth use these words? Trace the changes n Macbeth's character from the beginning to the end of the play. 6. Whence did Shakespeare derive his supernatural machinery? Compare that which he uses in this play and that which he uses elsewhere. What are the characteristics of his use with it? SECTION V. 1. Describe the successive steps in teaching children to parse the verb and its object. 2. A noun may be defined by a reference to its meaning, or by a reference to its office in a sentence. Examine which is the best definition to use in teaching children. 3. Describe the successive steps in teaching children to parse prepositions ? When do you consider a preposition fully parsed? 4. Compare the teaching of grammar with that of arithmetic. Why are children able to understand the one at an earlier age than they are able to understand the other? 5. What peculiar advantages belong to grammar and arithmetic as subjects of elementary instructon? HISTORY.-SECOND YEAR Three hours allowed for this Paper. SECTION I. 1. Describe the successive steps in the trial of a person accused of a felony. 2. What remedy is provided by the British Constitution for illegal action by the Executive ? Can you mention any instances in history of that remedy having been applied. 3. What is a court of appeal? England? What courts of appeal have we in SECTION II. 1. What is understood by "the common law" in England? bilities? 3. What is a corporation? What are its powers, privileges, and disaWhat are corporations sole, and what has occasioned their creation? SECTION III. 1. Describe the causes and effects of the introdnction into England of the Flemish immigrants in early times, and of the French immigrants more re-. cently. 2. Give a short sketch of the improvement of agriculture since the time of Henry VII. 3. Give an account of the commencement and growth of the chief manufactures now carried on in England, and mention any that have died out. SECTION IV. Δ 1. Give an account of the successive changes in the weapons of war used by European nations. 2. What beverages have been in use in England between the Conquest and present time, and when was each introduced? 3. Give as detailed a description as you can of the several parts of an ancient baronial castle. Mention some of the principal monuments of this kind in the kingdom; and refer, in the course of your answer to any of them, which you have seen. At what periods in English history where the principal changes in the residences of the nobility introduced, and why? What is the last historical incident connected with most of those which are in ruins ? SECTION V. Write full notes of a lesson to your first class on one of the following passages: 1. "The government of any country, whether it be a king, or a president, or a senate, or parliament, or in short, whatever kind of government it is, must always have power to make all the people submit; since, otherwise, it could not perform the office of protecting them. It is not left to each person's choice, therefore, how much he shall pay for his protection, but governmeut fixes the taxes, and enforces the payment of them. "Many governments have made a bad use of this power, and have forced their subjects to pay much more than the reasonable expences of protecting and governing the country. In some countries and in this among others, the people are secured against this kind of ill-usage by choosing their own governors; that is, the members of Parliament, without whom no laws can be made, no tax laid on."--Irish, IV. Book, 228, 229. 2. "The first kind of government sprang from that of the father of a family and is called patriarchal. It existed before the flood, and has also prevailed in many parts of Asia long after that event. But mankind were at length divided into two separate tribes, and these became involved in wars with each other. In the struggles which ensued, some men displayed superior strength, courage, and skill. These naturally became leaders, and were en. trusted with extensive authority. "All men are fond of power, and these leaders soon acquired almost complete dominion over the people. This produced the second kind of government the head of which was a chief, and was usually that of warlike tribes who had advanced from the savage to the barbarous state. "When society had progressed so far as to build towns and cities, the military chieftain was not exactly suited to the more refined and luxurious tastes of the people. "A third kind of government was therefore formed, which is called monarchical. "In some countries the 'people elected their rulers, and made laws for themselves. Thus a fourth kind of government was instituted, called republican."-British and Foreign IV. Book, p. 26. 3. "I am lodged in a house that affords me conveniences and comforts which even a king could not command some centuries ago. There are ships crossing the seas in every direction, to bring what is useful to me from all parts of the earth. In China, men are gathering the tea-leaf for me; in America they are planting cotton for me; in the West India islands, they are preparing my sugar and my coffee; in Italy, they are feeding silk-worms for me; in Saxony, they are shearing the sheep to make me clothing; at home, powerful steam-engines are spinning and weaving for me, and making cutlery for me, and pumping the mines that minerals useful to me may be procured. My patrimony was small, yet I have post-coaches running day and night on all the roads to carry my correspondence; I have roads, and canals, and bridges, to bear the coal for my winter fire; nay, I have protecting fleets and armies around my happy country, to secure my enjoyments and repose. Then I have editors and printers who daily send me an account of what is going on throughout the world among all these people who serve me, and in a corner of my house I have books, the miracle of all my possessions, more wonderful than the wishing-cap of the Arabian tales; for they transport me instantly, not only to all places, but to all times.'"-McCulloch's Course of Reading, p. 263-264. SECTION VI. 1. What is the most suitable kind of historical teaching for children under 13? Draw out such a scheme, for this purpose, as you would propose to adopt for your first class. 2. Distinguish between history and chronology, and a series of biographies. 3. In what order should military, social, and political or constitutional history be taught? At what age do you consider children capable of entering nto the last of these three? Draw out a plan for the instruction of a pupil teacher in history, during the fourth and fifth years of his apprenticeship? PAPERS FOR THE SCHOOLMASTER. Our New Year. In commencing a new volume we take the opportunity of presenting our thanks to our numerous subscribers among the clergy, and lay friends of education, as well as to those for whom the "Papers" were originally undertaken, for the interest which they have shown and for the spontaneous and warm approbation which many of them have not unfrequently testified. The periodical is necessarily prepared amid the pressure of unremitting labours, and the disadvantage of haste may be often apparent to the reader, but in the face of accredited usefulness and extensive circulation, the conductors do not feel at liberty to escape the additional burden. Since the commencement of our editorial life, seven years ago, the progress of national education has been steady and satisfactory; the denominational system has had time to develope itself with all its merits and failing points, while its short-comings are, at this moment, engaging the thoughtful and anxious attention of the most philanthropic of our legislators. Our public men are again debating the question of rate-supported schools. We had proposed to ourselves to offer some observations upon the new shape which Sir J. Pakington and the Manchester party have given to the rate-scheme. These views, however, have been so well and forcibly put in a circular letter, which we have received from the author, a respected friend of scriptural, and at the same time, libcral education, that we reprint it in this number, and beg our readers to accept its arguments in place of our own. |